Understanding theUnderstanding the Common Core State

StandardsStandards

March 2012

Why Common Core State Standards?

We need them becauseDisparate standards across the statesGlobal, not neighborhood competitionFor many young people, high school wasn’t preparing them for college or careers

Why the CCSS Are Importanty t e CCSS e po ta tPrepare students with knowledge and skills to succeed in college and careerEnsure consistent expectations regardless of a student’s zip codeEnsure consistent expectations regardless of a student s zip codeProvide educators, parents and students with clear, focused guidepostsOffer economies of scale and sharing of best practices

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Why Common Core State Standards?

Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.

Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.

Equity: Expectations are consistent for all – and not dependent on a student’s zip code.

Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other

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materials.

The Common Core State Standards Initiative

B i i i th i f 2009 G d t tBeginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA)

and mathematics standards.

The Common Core State Standards Initiative (CCSSI)was a state-led effort coordinated by the National

Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).

www.corestandards.org

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Common Core State Standards Design

Building on the strength of current state standards, the g g ,CCSS are designed to be:

Focused, coherent, clear and rigorous, , g

Internationally benchmarked

Anchored in college and career readiness*

Evidence- and research-based

5*Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.

Process

K-12 Common Standards:Core writing teams in English Language Arts and Mathematics (See www.corestandards.org for list of team members)

External and state feedback teams provided on-going feedback to writingExternal and state feedback teams provided on going feedback to writing teams throughout the process

Draft K-12 standards were released for public comment on March 10, 2010; 9,600 comments received9,600 comments received

Validation Committee of leading experts reviews standards

Final standards were released June 2, 2010

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Common Core State Standards Evidence Base

Evidence was used to guide critical decisions in the following areas: Inclusion of particular content Timing of when content should be introduced and the progression of that content Ensuring focus and coherenceOrganizing and formatting the standards Determining emphasis on particular topics in standards

Evidence includes:Standards from high-performing countries, leading states, and nationally-regarded frameworksregarded frameworksResearch on adolescent literacy, text complexity, mathematics instruction, quantitative literacy Lists of works consulted and research base included in standards’ appendices

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Lists of works consulted and research base included in standards appendices

Common Core State Standards Evidence Base

For example: Standards from individual high-performing countries and provinces were used to inform content structure and language Writingprovinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression.

Mathematics English language arts1. Belgium (Flemish)2. Canada (Alberta)3. China4 Chinese Taipei

1. Australia• New South Wales• Victoria

2 Canada4. Chinese Taipei5. England6. Finland7. Hong Kong8 I di

2. Canada• Alberta• British Columbia• Ontario

3 E l d8. India9. Ireland10. Japan11. Korea

3. England4. Finland5. Hong Kong6. Ireland

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12. Singapore 7. Singapore

Feedback and Review

External and State Feedback teams included:K-12 teachers

Postsecondary faculty

State curriculum and assessments expertsState curriculum and assessments experts

Researchers

National organizations (including, but not limited, to):

American Council on Education (ACE) American Federation of Teachers (AFT) Campaign for High School Equity

(C S )

National Council of Teachers of English (NCTE)

National Council of Teachers of Mathematics (NCTM)(CHSE)

Conference Board of the Mathematical Sciences (CBMS)

Modern Language Association (MLA)

Mathematics (NCTM) National Education Association (NEA)

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g g ( )

46 States + DC Have Adopted the Common Core State Standards

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* Minnesota adopted the CCSS in ELA only

Common Core StateCommon Core State Standards for MathematicsMathematics

Key Instructional Shifts in Mathematics

The Common Core State Standards emphasize coherence at each grade level – making connections across content and between content andlevel making connections across content and between content and mathematical practices in order to promote deeper learning.

The standards focus on key topics at each grade level to allow educators and students to go deeper into the contentand students to go deeper into the content.

The standards also emphasize progressions across grades, with the end of progression calling for fluency – or the ability to perform calculations or solving problems quickly and accurate.

The Standards for Mathematical Practice describe mathematical “habits of mind” or mathematical applications and aim to foster reasoning, problem pp g, psolving, modeling, decision making, and engagement among students.

Finally, the standards require students to demonstrate deep conceptual understanding by applying them to new situationsunderstanding by applying them to new situations.

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Organization of Common Core State Standards for Mathematics

Grade-Level Standards K-8 grade-by-grade standards organized by domain

9-12 high school standards organized by conceptual categories

Standards for Mathematical PracticeDescribe mathematical “habits of mind”

Connect with content standards in each grade

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Standards for Mathematical Practice

Eight Standards for Mathematical PracticegMake sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the understanding of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

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Overview of K-8 Mathematics Standards

The K- 8 standards:The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimalsdecimals

The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics

Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content

Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after

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Overview of K-8 Mathematics Standards

Each grade includes an overview of cross-cutting themes and

iti l f t dcritical areas of study

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Format of K-8 Mathematics Standards

Domains: overarching ideas that connect topics across the grades

Clusters: illustrate progression of increasing complexity from grade to grade

Standards: define what students should know and be able to do at each grade levellevel

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Overview of High School Mathematics Standards

The high school mathematics standards:Call on students to practice applying mathematical ways of thinking to real world issues and challenges

Require students to develop a depth of understanding and ability toRequire students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do

E h i th ti l d li th f th ti dEmphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

Identify the mathematics that all students should study in order to be college and career ready

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Format of High School Mathematics Standards

Content/Conceptual categories: overarching ideas that describe strands of content in high school

Domains/Clusters: groups of standards that describe coherent aspects of the content category

Standards: define what students should know and be able to do at eachStandards: define what students should know and be able to do at each grade level

High school standards are organized around five conceptual categories: Number and Quantity Algebra Functions Geometry and Statistics andNumber and Quantity, Algebra, Functions, Geometry, and Statistics and Probability

Modeling standards are distributed under the five major headings and are indicated with a () symbolindicated with a () symbol

Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+) may still

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discrete mathematics, and advanced statistics. Standards with a ( ) may still be found in courses expected for all students

Format of High School Mathematics Standards

Each content category includes an overview of the content found within itwithin it

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Model Course Pathways for Mathematics

Model Mathematics Pathways:yDeveloped by a panel of experts convened by Achieve, including many of the standards writers and reviewers

Organize the content of the standards into coherent and rigorous coursesOrganize the content of the standards into coherent and rigorous courses

Illustrate possible approaches—models, not mandates or prescriptions for organization, curriculum or pedagogy

Require completion of the Common Core in three years, allowing for specialization in the fourth year

Prepare students for a menu of courses in higher-level mathematics

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Model Course Pathways for Mathematics

Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other

courses to be designed at a later date, such as additional career technical courses.

Algebra II Mathematics III

Geometry Mathematics II

Pathway A

Algebra I

Pathway B

Mathematics I

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yTraditional in U.S.

yInternational Integrated approach (typical

outside of U.S.).

Common Core State Standards for English Language Arts and Literacy in History/

Social Studies, Science, and Technical Subjects

Key Instructional Shifts in ELA/Literacy

In Reading, the major advances are the shift away from literature-focused standards to a balance of literature and informational texts to reflect college- and career-ready expectations There is also a greater focus on text complexity and at what level studentsexpectations. There is also a greater focus on text complexity and at what level students should be reading.

In Writing, there is a strong emphasis on argument and informative/ explanatory writing, along with an emphasis on writing about sources or using evidence to inform analong with an emphasis on writing about sources or using evidence to inform an argument.

The Common Core also include Speaking and Listening expectations, including a focus on formal and informal talk, which can be done through presentations and group work.on formal and informal talk, which can be done through presentations and group work.

The Language standards put a stress on both general academic and domain-specificvocabulary.

The Common Core also address reading, writing and literacy across the curriculum, and include literacy standards for science, social studies and technical subjects. These standards complement rather than replace content standards in those subjects, and are the responsibility of teachers in those specific disciplines, making literacy a shared p y p p , g yresponsibility across educators.

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Common Core State Standards forEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness (CCR) Standards Overarching standards for each strand that are further defined by grade-specific standards

Grade-Level Standards in English Language ArtsGrade Level Standards in English Language Arts K-8, grade-by-grade

9-10 and 11-12 grade bands for high school

Four strands: Reading, Writing, Speaking and Listening, and Language

Standards for Literacy in History/Social Studies, Science, d T h i l S bj tand Technical SubjectsStandards are embedded at grades K-5

Content-specific literacy standards are provided for grades 6-8 9-10 and

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Content specific literacy standards are provided for grades 6 8, 9 10, and 11-12

Overview of Reading Strand

ReadinggProgressive development of reading comprehension; students gain more from what they read

E h i th i t f d l l t t th t f i tEmphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5)

Reading Standards for Literature (K-12)

Reading Standards for Informational Text (K-12)

Reading Standards for Literacy in History/Social Studies (6 12) Reading Standards for Literacy in History/Social Studies (6-12)

Reading Standards for Literacy in Science and Technical Subjects (6-12)

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Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, g p (poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by:

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

2. Quantitative measures – readability and other scores of text complexity

3. Reader and Task – background knowledge of

Reader and Taskreader, motivation, interests, and complexity generated by tasks assigned

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Example of Grade-Level Progression in Reading

CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Standards for Literature Reading Standards for Informational Text

G d 3 D ib h t i t ( Grade 3: Describe the relationships between aGrade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)

Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Grades 11-12: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered how the characters are introduced

Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text

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ordered, how the characters are introduced and developed).

over the course of the text.

Grade-Level Progression

Format highlights progression of standards across grades

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Overview of Writing Strand

WritinggExpect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts

Focus on the use of reason and evidence to substantiate an argument orFocus on the use of reason and evidence to substantiate an argument or claim

Emphasize ability to conduct research – short projects and sustained inquiryinquiry

Require students to incorporate technology as they create, refine, and collaborate on writing

Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

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Overview of Speaking and Listening and Language Strands

Speaking and Listening Focus on speaking and listening in a range of settings, both formal and informal– academic, small-group, whole-class discussions

Emphasize effective communication practices

Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

LanguageLanguageInclude conventions for writing and speaking

Highlight the importance of vocabulary acquisition through a mix of conversation, g g y gdirect instruction, and reading

To be addressed in context of reading, writing, speaking and listening

M di d T h l i t t d th h t th CCSS

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Media and Technology are integrated throughout the CCSS

Overview of Standards for History/Social Studies, Science, and Technical Subjects

Reading Standards for History/Social Studies, Science, d T h i l S bj tand Technical SubjectsKnowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sourcesAnalyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams

Writing Standards for History/Social Studies, Science, and Technical Subjects

Write arguments on discipline-specific content and informative/explanatoryWrite arguments on discipline-specific content and informative/explanatory textsUse of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary

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Use of domain-specific vocabulary

Understanding theUnderstanding the Common Core State

StandardsStandards

March 2012